Montessori Myths: 


Kids in Montessori Classrooms do whatever they want.
The Montessori Method is designed to give the child freedom of choice but within limits. They may choose work to complete, but only if they have been shown the material.
Kids in Montessori Classroom never learn to do the necessary things that they don’t want to do. 
Each child must clean up after finishing working with the material. They must wait their turn, they must finish one activity before moving onto the next. They receive lessons from the guide and learn to obey. All are examples of things they may not feel like doing, but have to do. This combination of free choice and obedience helps them develop both initiative and discipline. 
Montessori discourages the imagination
Montessori Method uses hands-on materials which provides the child with a deeper foundation of imagination. 
Montessori education is not strong in math
The mathematical materials provide the kids with sensorial, concrete representations of mathematical realities, such as numbers, the relationships between sizes, binomial and trinomial patterns, geometric patterns, etc. When kids are still in the stage of the absorbent mind (0-6) they unconsciously absorb these realities by working with the material.
Montessori education is not balanced because the children just work in the areas they prefer
Children have a choice on which work they would like to do. However, each child receives each lesson. Every child will learn the basics in math and language, just as traditional school. The child is given the freedom to dive deeper into the areas of their interest and strengths.
Montessori doesn’t prepare kids well for traditional schools
Through Montessori, the child learns self-discipline, obedience, work ethic, concentration, courtesy, social skills, and a love of learning. Study that suggests young Montessori students are well prepared for language and math, and show superior social skills and executive functioning.
Montessori is just a trend
Montessori was developed over 100 years ago, and has been successful all over the world. 
Credit: Jean Marie Kermode


“The goal of early childhood education should be to achieve the child’s own natural desire to learn.” -Maria Montessori




  • Montessori, Maria.  (1956). The Child in the Family.  Chicago: Henry Regnery.  Order Montessori-Pierson Publishing Company edition through NAMTA (North American Montessori Teachers Association).  Short essays about the child, the family, and the school.
  • Montessori, Maria. (1949). The Absorbent Mind. Madras, India: Theosophical Publishing House. Order Montessori-Pierson Publishing Company edition through NANTA. U.S. edition can be ordered online through    Discusses child development from birth to three and Montessori theory and method.
  • Lillard, Paula P.; Jessen, Lynn L. (2003). Montessori from the Start. New York: Schocken. Order through NAMTA or  How parents can help their children in the process of their formation.
  • Lillard, Paula P. (1996). Montessori Today. New York: Random House. Order through NAMTA or    Describes Montessori theory and contemporary American schools.
  • Standing, E. M. (1957). Maria Montessori: Her Life and Work. London: Hollis and Carter. Order through NAMTA. Maria Montessori’s life, the development of Montessori education, theory, and the worldwide Montessori movement.
  • Kramer, Rita. (1976). Maria Montessori: A Biography. New York: Putnam’s. Order online through
  • Montessori, Maria. (1936). The Secret of Childhood. New York: Frederick A. Stokes and Co. Order current Orient Longman edition through NAMTA. Observations and insights into the nature of the young child.
  • Montessori, Maria. (1948). The Discovery of the Child. Madras, India: Theosophical Publishing House. Order Montessori-Pierson Publishing Company edition through NAMTA. U.S. edition can be ordered online through    Dr. Montessori’s early writings about the child in the primary class.